2023 2028 DEDP Final

DEPARTMENT OF EDUCATION REGION VIII
Divisi
SCHOOLS DIVISION OF SAMAR
Educ
on
Develo
atio
Plan
PRESENTATION CONTENTS
1 Profile
2 Comparative Performance Indicators
3 Situational Analysis
4 Internal and external Assessment
5 Committed Targets
6 Strategies
Highlights of the Division Learning Recovery Plan

7
8 Recommended Policy and Program Interventions
9 References
PROFILE OF SAMAR DIVISION
19 PUBLIC INTEGRATED
2 LEGISLATIVE DISTRICTS
SCHOOLS
24 MUNICIPALITIES
13 PUBLIC JUNIOR HIGH

SCHOOLS
737 BARANGAYS
70 PUBLIC JHS W/
SENIOR HIGH SCHOOLS
34 SCHOOL DISTRICTS
2 PRIVATE ELEMENTARY
647 PUBLIC ELEMENTARY
SCHOOLS
SCHOOLS
2 PRIVATE JUNIOR HIGH 2 PRIVATE JUNIOR HIGH

SCHOOLS SCHOOL W/ SENIOR HIGH
SCHOOLS
DEDP 2023-2028
DIVISION EDUCATION DEVELOPMENT PLAN
COMPARATIVE PERFORMANCE INDICATORS

DASHBOARD
Gross Enrolment Rate (GER)
120
100 While the SHS has an increasing trend in GER

for the last 5 School Years (50.57% in SY 2017-
80
2018 to 85.09% in SY 2021-2022), the
60 Kindergarten , Elementary and Junior High
40
School recorded a fluctuating trend.
20
However, based on the 2023-2028 RO8
0 REDP report, Samar Division recorded the
KINDER ELEM JHS SHS
GARTEN
lowest in GER in the region for both JHS and
SHS which could be attributed to the lesser
Gross Enrollment Rate access of elementary graduates and Junior High
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 School completers to secondary schools and
K 99.03
Source: EBEIS 110.90 79.17 91.35 88.78 schools offering SHS’s respectively (i.e. Samar
SDO has only an aggregate of 106 public and
Elem 99.09 94.81 94.93 91.57 91.55 private secondary schools including those that
offer SHS, while it covers 737 barangays in the
JHS 91.16 93.85 92.92 91.69 93.99
entire Samar Province.)
SHS 50.57 55.99 64.07 70.22 85.09
Source: EBEIS
Net Enrolment Rate (NER)
100
80
Key stages 1 to 3 for the NER for the last
60 five years depicted a fluctuating trend.
On the other hand, an increasing trend
40 for the SHS was illustrated. However,
despite the continuous increase (from
20
25.48% of SY 2017-2018 to 48.59% of
0
SY 2021-2022) in the NER of SHS,
KINDERGARTEN ELEMENTARY JHS SHS
Samar Division still recorded the lowest
Net Enrollment Rate in the entire region based on the 2023-
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2028 REDP report due to distance, less
number of schools offering SHSs, limited
K 79.83 72.60 56.62 66.36 71.07
SHS curricular offerings, and high age
Elem Source: EBEIS
89.96 88.16 88.77 86.70 86.61 dependency ratio (70.01% according to
2015 Census) resulting to child labor.
JHS 69.44 73.13 73.03 73.66 77.87
SHS 25.48 30.71 32.79 39.71 48.59 Source: EBEIS
Cohort Survival Rate (CSR)
120
The trend for Cohort Survival Rate
100
(CSR) in the elementary decreased from
80
91.69 in SY 2016-2017 to 88.67 in SY
2017-2018 which increased continuously
60 since then to 96.98 in SY 2020-2021.
40
For the JHS, an increasing trend in
20 CSR for the last 5 years has been noticeably
observed. However, Samar SDO still ranked
0
ELEMENTARY JUNIOR HIGH SCHOOL 13th in the region which may be due to
migration of families especially during the
Source: EBEIS
pandemic, distance, and transportation cost
Cohort Survival Rate of those coming from far-flung barangays to
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
existing secondary schools (737 barangays
are served by only 106 public and private
Elem 91.69 88.67 90.93 92.60 96.98 schools with JHS offering), plus the
consideration of what they have to spend on
JHS 73.87 76.93 77.01 78.01 85.11 their rental fees and subsistence allowances.
Completion Rate (CR)
120
100
80
The figure speaks of a fluctuating
60 trend on the Completion Rate for the
Elementary, while there is a
40
continuous increasing trend over the
20 years for the Junior High School.
0
ELEMENTARY JUNIOR HIGH SCHOOL However, the increment per year
Source: is far from the standard because of
EBEIS Completion Rate
the SDO’s still relatively high School
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Leaver Rate per school year .
Elem 91.45 88.13 90.61 91.83 96.55
JHS 72.23 75.61 75.74 77.32 84.43

15
School Leaver Rate (SLR)
14
13
12
11
10 The School Leaver Rate for Elementary
9
8 has increased from 1.95 of 2016-2017 to
7 2.52 in 2017-2018 but declined
6
5 gradually over the years.
4
3
2 For the JHS, there is a decreasing trend
1 from 9.77 in SY 2016-2017 to 5.62 in
0
ELEMENTARY JUNIOR HIGH SCHOOL SY 2020-2021. Measures on reducing
Source: the number of school leavers are gaining
School Leaver Rate
EBEIS
its ground though more has to be done to
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 hopefully achieve the longed standard.
Elem 1.95 2.52 1.99 1.63 0.74
JHS 9.77 8.49 8.36 8.14 5.62

Proficiency Level based on
National Achievement Test (NAT) Results – SY2017-2018
S.Y. 2017-2018
70
Grade Grade Grade
60 6 10 12
50 Filipino 52.14 59.02 -
40 Mathematics 47.30 50.44 38.29
English 44.58 50.84 -
30
Science 35.56 48.49 35.68
20
HEKASI / Aral Pan 45.08 53.42 43.27
10
Philosophy - - 36.54
0 Humanities - - 40.44
Filipino
Mathematics
Humanities
English
HEKASI/ AralPan
Philosophy
Science
Media & Infor ...
Language & C...

Media & Info
Literacy - - 52.10
Language & Comm - - 44.18
Samar SDO, based on the 2023-2028 RO REDP report ranked highest on the combined performance in
English, Science, and Mathematics during the 2017-2018 NAT. However, the graph and table show that the
proficiency level in all learning areas across all grade levels did not meet the expectations, thus, greater efforts
and appropriate interventions have to be outlined to address the depicted gaps.
DEDP 2023-2028
SITUATIONAL ANALYSIS
Problem Tree Analysis on Enrollment Data
CORE PROBLEM
Core Problem
Declining Enrollment Rates
Declining
(JHS & SHS)
Enrollment
(JHS & SHS)
CAUSES
Access to Secondary Schools CAUSESEarly Teenage Pregnancy

Economic Profile of Family Lack of Interest/Distractions
(106 Public & Private Secondary Schools (70.01% Age Dependency Ratio (5.29% of the 227 Reported (27.31% of the 227 Reported
serving 737 Brgys) resulting to Child Labor) School Leaver) School Leaver)
Economic Profile of Family Lack of Interest/Distractions
Access to Secondary Schools (106 Public & Early Teenage Pregnancy
(70.01% Age Dependency (27.31% of the 227 Reported
Private Secondary Schools serving 727 Brgys.) (5.29% of the 227 Reported
Ratio resulting to Child Labor) School Leavers)
School Leavers)
Transportation Child Labor

Long Distance
Cost/Rental Fees/ (23.35% of the 227
Travel
subsistence allowances
Transportation Cost/ Rental Reported School Leaver)
Child Labor (23.35 of the 227
Long Distance Travel Fees/subsistence allowances Reported School Leavers)
Geographical
Location Geographical Location
Sources: www.philatlas.com, LIS-EOSY, and
Research study conducted titled, “Determinants of Low Enrollment Rate in DepEd Eastern Visayas” (Pelino et.al., 2022)
Problem Tree Analysis on Enrollment Data
Declining Learners’
Completers
Increased Teenage Pregnancy

Enrolled in other (5.29% of the 227 Reported
Schools/Divisions School Leavers)
EFFECTS
Declining Enrollment
(JHS & SHS)
Core Problem
Sources: LIS-EOSY
DEDP 2023-2028
INTERNAL AND EXTERNAL ANALYSIS

Internal Assessment External Assessment
Areas of
Concerns Strengths Weaknesses Opportunities Threats
Finance • Increased school • Unsettled Prior • Trainings provided • Incompatibilities
Management MOOE liquidation Year’s cash by COA guidelines of
rate (99%) due to advances • TAs provided by partner agencies
the Quarterly (2,596,556.33) partner agencies (i.e. GSIS, BIR, Pag-
conduct of School • 18 Accountable such as DBP, GSIS, IBIG, Philhealth,
MOOE Fund officers with BIR, PAG-IBIG, DBP, & Bureau of
Liquidation day unliquidated cash Philhealth, and Treasury) vs DepEd
• Onsite and online advances Bureau of Treasury • Errors in the eFRS
mode of TA • Delay in the • Offline services of
provisions by SDO processing of banks
Finance Section financial documents
personnel due to frequent
• Consistent updating travel of signatories
on policies and
guidelines of
finance personnel
through office
exams, trainings,
and conferences
Areas of
IT • ICT Infrastructure in • Lacks ICT Support • Availability of • Disruption of
Management place System (Admin & internet providers internet
• Programmable ICT Technical) • IT companies in connectivity due to
Infrastructure • Least DCP utilization constant ICT fiber lines run over
• In place Online (1-2/wk) development by vehicles
Transaction Facility • Lacks ICT Integration • Presence of • Non-availability of
(OTF), Queuing (Implication of least supportive LGU and computers, gadgets
System, Quarterly DCP Utilization) other stakeholders and the likes
ICT M&E Tool • Changing of trained • Volunteer ICT • Poor to no internet
• ICT-skilled teachers ICTs (List of ICTs) trainers (Microsoft connectivity in
• Centralized Education remote areas
identification of Ambassador • Poor electricity
recipient schools for partners) supply in island
DCP packages barangays
Areas of
Legal Services • Strong mechanism for • Lacks manpower to • Strong partnership • Harassment and
school site acquisition aid in the conduct with LGUs, NGAs, intimidation from
and titling resulting in 54
schools with original of field NGOs (i.e. Plan respondents
certificates of title and investigations International, World • Hostility from
315 schools with Deed of • Lack of funds Vision, Support adverse claimants of
Donation
• Capability Building on • Only 369 out of 749 Samar), and other school sites
Legal matters, Ethics, & schools have proofs stakeholders
Accountability: of ownership • Availability of Legal
Trained 34 District Heads, Officers from other
34 Central School Divisions to aid in
Principals and
42 Non-teaching training initiatives
personnel
• Institutionalized and
trained Division Formal
Investigation Committee
• Strong TA provision
through onsite visits,
speakerships, and
established Online
Transaction Facility
Areas of
Administrative • Establishment of • Lack of manpower • TA provision of • Poor Internet
Management paperless • Inadequate training partner agencies Connectivity
transactions through for GASU personnel (GSIS, BIR, PAG-IBIG, • Policies and
an Online • Limited office space Philhealth, DBP) guidelines of
Transaction Facility • Lack of online • Capability building partner agencies
(OTF) system support provided by CSC (i.e. GSIS,BIR, PAG-
(EHRIS) IBIG, Philhealth,
• Printed processes DBP) incompatible
and requirements of with that of DepEd
GASU services
• PRIME-HRM Level 2
accreditation
Areas of
Curriculum 1. Trained curriculum • Presence of NON- • Supportive • Occurrences of natural
Implementation implementers and TA NUMERATES along the LGUs/NGOs, and other disasters and
providers following Key Stages stakeholders calamities
2. Strong support a. Key Stage 1 – (Grade • Availability of different • Economic status of
system through 3 ONLY) 7.11% (866 online applications for learners
deployment of out of 12,177) teaching and learning • Addiction to social
DFTACT as TA b. Key Stage 2 – delivery. media and online
mechanism from the 5.84% ( 1915 out of gamings
division office to 32,786) • Presence of illiterate
districts and schools. c. Key Stage 3 - and non-numerate
3. Implementation of 5.73% (2,536 out of parents
Project PAG-DUAWA 44,290) • Insufficient
(Phase I to IV) Source: ProMEDS technological device in
aid of learning
Areas of
Curriculum • Presence of learners under
Implementation Frustration Level in English
a. Elementary
16.23% (4,654 out of
28,673)
b. Secondary
9.27% ( 3,145 out of
33928)
• Presence of learners under

Frustration Level in Filipino
a. Elementary
12.30% (4,773 out of
38,814)
b. Secondary
4.62% ( 1,568 out of
33,945)
c. Teachers handling subjects
not of their specialization
Areas of
Curriculum • Lack of trained
Implementation teachers to handle
Kindergarten
Education
• Lack of manpower to
monitor the 755
schools and 108 CLCs
• Untrained newly hired
teacher on K-12
• Lack of manpower to
quality assure LRs
Areas of
Curriculum • Availability of • IPED Centers and SPED • Supportive • Poor socio-economic
Implementation Program support Centers lack facilities stakeholders (NGOs, status of IP
Funds for IPED, SPED and equipment LGUs) communities
• 100 % of ALS • Untrained teachers in • Enactment of Republic • Culture discrimination
implementers are SPED Acts (RA 11510-ALS and non-acceptance in
trained in ALS • No allotted funds for ACT OF 2022, RA the community among
program the reproduction of 11650, RA 8371- LWDs and IPs
implementation LRs for ALS INDIGENOUS PEOPLES
• 2 LGUs have • No MOOE fund for Rights Act of 1997 )
institutionalized ALS CLCs
program
implementation
• 1 teacher trained on
Sign Language in
Filipino
• Trained EPSs on
IPED,ALS and SPED
• Availability of
contextualized
Learning Resources
for IPED
Areas of
Curriculum • 100% of the ALS
Implementation implementers have
established
community- based
CLCs
Areas of
School • PRIME-HRM Maturity • 108 schools still in • Strong partnership • Conflict/
Governance & Level II Accreditation SBM Level 1 with NGOs (Plan Overlapping of
Operations • SBM Program through
Project Operation- • Lack of Program International, World Schedule
Bulig with 26 SBM Support Funds Vision, Support • Inclement weather
Level 3 schools • Lack of manpower Samar & others • Geographical
(Validated by RO) to monitor all • Supportive MLGU & locations of schools
• Increasing numbers of schools BLGUs makes monitoring a
SBM Mentors from 4 • Strong partnership little difficult
(2013) to 54 (2022) with Office of the
• Institutionalized
DFTACT Ombudsman RO8
• Institutionalized MEA and Sirak Kabataan
processes in 100% of for the Student
the schools and Leadership
districts Programs
• Institutionalized
communication lines in
the YFS through
appointment of focal
person per district per
YF program
Areas of
School • DRRM
Governance & 1. 100% District Heads, • Schools have • Strong partnership • Worsening climate
Operations School Heads, Central insufficient budget with NGOs (Plan condition
ES and Teachers trained allocation from MOOE International, World
on DRRM, Basic Life • Inconsistent number
Support and for the different Vision, Support Samar of partners/donors
Psychosocial First Aid programs such as YFS, & others per quarter
SocMob LIS, & M&E • Supportive MLGU &
• Established Online • Lack of negotiation BLGUs
Monitoring System for skills among school
the resources generated personnel in sourcing
(DPDS and LOTS) out resources to
PRS
• Trained Research
augment support for
Coordinators in each the implementation of
District PAPs
• Established Data-based • Lack of DRRM
Systems on the equipment in all 34
submission of Districts
researches and school
profile
• Trained ICT Coordinators
in the submission of
school and district data
Areas of
School • Basic Health and
Governance & Nutritional Services • 120 unvaccinated • DOH school-based • Serious health
Operations COVID 19 Virus teaching and non- vaccination supported consequences due to
1. Established health teaching personnel by MLGU encouraged non-COVID-19
and safety guidelines • Lack of health learners’ resulting to vaccination of some
and protocols personnel higher vaccination rate personnel
2. Strong (Medical/Dental • Undiagnosed mental
implementation of Experts) issues of learners and
WINS program in • Lack health facilities teachers
schools • Lack of activities that
(Handwashing will address the health
facilities) and wellness of
3. Trained 34 Mental teaching and non-
Health advocates teaching personnel
DEDP 2023-2028
COMMITTED TARGETS
Targets per Key Performance Indicator
2020
Indicators Baseline 2023 2024 2025 2026 2027 2028
Net Enrollment Rate in Kindergarten 71.07 72.56 74.05 75.54 77.02 78.51 80.00
Net Enrollment Rate in Elementary 86.61 88.01 89.41 90.81 92.20 93.60 95.00
Net Enrollment Rate in Junior High School 77.87 79.73 81.93 84.13 86.34 88.54 90.74
Net Enrollment Rate in Senior High School 48.59 52.81 58.67 64.53 70.39 76.25 82.11
Completion Rate in Elementary 96.55 97.37 97.78 98.18 98.58 99.00 99.41
Completion Rate in Junior High School 84.43 87.51 90.12 92.73 95.34 97.95 100.00
Completion Rate in Senior High School 68.69 71.19 73.69 76.19 78.69 81.19 83.69
Cohort Survival Rate in Elementary 96.98 97.65 97.99 98.33 98.66 99.00 99.34
Cohort Survival Rate in Secondary 85.11 87.61 89.97 92.32 94.68 97.03 99.39
School Leaver Rate in Elementary 0.74 0.44 0.11 0 0 0 0
School Leaver Rate in Secondary 5.62 4.62 3.75 2.89 2.02 1.16 0.29
Transition Rate in Elementary 101.79 100 100 100 100 100 100
Transition Rate in Junior High School 93.40 91.99 93.04 94.10 95.15 96.21 97.27
Transition Rate in Senior High School 103.21 100 100 100 100 100 100
Targets per Key Performance Indicator
2020
Repetition Rate in Elementary 2.08 1.72 1.54 1.36 1.18 1.00 0.82
Repetition Rate in Secondary 4.76 3.51 2.88 2.25 1.63 1.00 0.37
Retention Rate in Elementary 100.11 100.00 100.00 100.00 100.00 100.00 100.00
Retention Rate in Secondary 103.22 100.00 100.00 100.00 100.00 100.00 100.00
Targets for Learners’ Proficiency Level

2018
Elementary (Grade 6) 44.93 45.83 46.75 47.69 48.64 49.61 50.60
Junior High School (Grade 10) 52.44 53.49 54.56 55.65 56.76 57.90 59.06
Senior High School (Grade 12) 41.62 42.45 43.30 44.17 45.05 45.95 46.87
Financial Plans
Allotment Class 2023 2024 2025 2026 2027 2028
Personal Services (PS) 4,171 4,422 4,706 4,990 5,274 5,558

Maintenance and Other
Operating Expenses 325 531 567 603 640 676
(MOOE)
Capital Outlay (CO) 1,036 1,254 1,388 1,522 1,656 1,790
Total 5,532 6,207 6,661 7,115 7,570 8,024
Source: DepED Samar Division Budget Proposal for FY

2023 and Five-Year Forward Estimate (in Php Millions)
DEDP 2023-2028
STRATEGIES
All Filipinos are to realize their full potential
GOAL and contribute meaningfully in building a
cohesive nation
OBJECTIVES
• Improved learners’ access to quality basic • Improved equity measures to cater the
education learners in disadvantaged situations
- to zero-out the 24 school less barangays
- opening more secondary schools/
integrated schools • Learners master the competencies
and complete the basic key stages
• Improved key performance indicators across
grade levels (NER, CSR, CR, SLR, • Learners know their rights to education
Proficiency Level) and achieve improvement in their well-
being
• Improved learners’ resiliency and acquire life-
long skills to survive in emergency situations
DEDP 2023-2028
HIGHLIGHTS OF THE DIVISION

LEARNING RECOVERY PLAN
PHASE 1 PHASE 2
Address the immediate impacts of Covid-19 on learning outcomes and on the As Samar Division keeps on striving to rise from the aftermath of the
quality of basic education delivery. Covid-19 pandemic, along with its initiatives and innovations, the following
efforts shall always be observed:
• Focusing on innovations to bridge the gaps
• Extensive efforts on remediation to improve reading and numeracy - Integration of ICT in teaching and learning processes
proficiency levels - Thriving of Innovations in improving performance;
• Capacity building for effective teaching of socio-emotional and 21st century
skills
• Opening of schools in schoolless barangays and continuous conversion of - continuous efforts to convert schools to IS and establishment of more
schools to IS SHSs and zero out schoolless barangays
• Contextualization of learning experiences for diverse learners
• Strengthened advocacy on mainstreaming learners in the outskirts of the - Continuous advocacy for the promotion of inclusive and right-based
society (e.g. pregnant teens, school leavers, those with special needs, OSYs, education.
IPED, last mile schools and children living in areas under arm conflict)
• Accelerating delivery of critical support services to improve resiliency
• Promotion of equal opportunities for professional development among - Development and implementation of standards for employees benefits
education implementers and welfare
• Accelerating delivery of critical support services to improve resiliency - Improved and sustained practices on the health and wellness program
implementation
• Enhancing learning assessment skills of classroom managers - The institutionalized MEA processes in the Division and in schools
• Improving school leadership of school administrators through appropriate - Monitoring and evaluation of the programs and projects focused on
trainings improving the reading and numeracy or proficiency levels of learners across
• Enhancement of school heads skills on strategic development, research, all learning areas and grade levels
M&E, conduct of IS and provision of technical assistance - Deployment of 10 DFTACT teams to ensure the appropriate TAs
• Strengthen support to private schools needed
• Strengthened collaboration with the supportive stakeholders - Continuous upskilling teaching and non-teaching personnel; and
Samar SDO shall continue to recover from all its learning losses, augment its - Strengthened partnership with the stakeholders
resources, improve and sustain its personnel’s personal and professional
competencies. Samar SDO will continue to soar high for all the MIGHTY SAMARENOS.
DEDP 2023-2028
RECOMMENDED POLICY AND PROGRAM

INTERVENTIONS
POLICY RECOMMENDATION
Decision and
Operational or Recommendations
Action Needed
Policy Issue of the DO
from CO
• Mixed/Combined • Multigrade Teachers in • There is a need to
Multigrade Grade mixed/combined MG review and revisit the
Schools are not eligible Schools shall also be guidelines on the grant
for Special Hardship qualified to receive the of the Special
Allowance (SHA) Special Hardship Hardship Allowance
• Majority of the Rewards Allowance • Seek for the approval
and Recognitions • Revision of the Division on the said revision of
System provisions are Policy on Rewards and the Division Policy on
focus on the governance Recognition System to Rewards and
and operations area also give emphasis on Recognition system.
the curriculum and
implementation area.
PROJECT Project PROJECT
PROJECT GEMS DINAYAW SIRAK
PAGDUAWA Operation SHARE
FESTIVAL KABATAAN
(Good Governance BULIG (Sharing Senior
through Effective (Performance (An Innovation A non-profit group
SBM Mentoring High to Maintain Caucus) of youth leaders
Management in Assessment
Schools) Program anchored Access for and youth
across Grade A caucus of
on the basic Reformed innovators from the organizations
An interfacing levels and principles of Education) integrated into one
activity to provide teaching and non-
Determining providing technical This aims to teaching personnel council, which the
opportunities for a assistance focusing primary purpose is
dialogue aimed at Uniform address difficulties who documented
on multi-level their innovations to build strong
finding solutions to Application of of Senior High
association and
CID Programs approaches (from School students in and other admirable
problem/difficulties professional up to works that were alliance in order to
affecting school and and Projects on the island respond to all
personal coaching) municipalities who contributory in
personnel Curriculum and and strategies improving learners’ social injustices
performance are forced to drop that confronts the
Instruction for (advocacy, schooling or leave performance, and
management of society.
the Welfare of capability building,
Studies due to schools and SDO
All) and reward
systems) problems in sea units
transportation.
SALUDO
PROJECT ELITE-PRAISE PROJECT
(Salute and School MOOE
TRAIN Acknowledgement Award CIRCULO KIKAY-MHM
INTABLADO Fund –
(Train and Reinforce to to Leader who Liquidation Day
Achieve and Improve Untiringly Served A Division A project to
through Need-Based the Division Office) initiative to Staging of provide support
Assessments) inspiring stories An innovation to
acknowledge and to increase
Is a Division and showcasing of improve fiscal
A Division recognize the
management of awareness and
initiative through outstanding talents of the
the Human initiative to schools and the practices on
personnel, schools outstanding
Resource recognize and women of DepEd efficiency, MHM
Development acknowledge the and offices and to
Samar Division accountability, and implementation
Section focusing on celebrate of its
the creating
dedicated and accomplishments
transparency of the through the use
trainings, seminars years of service use of public funds of menstrual and
and achievements
and workshop to all of all the hygiene
school and office seasoned
personnel based on essentials.
their needs and personnel of the
competencies schools and
offices
DEDP 2023-2028
REFERENCES
REFERENCES
Division Memorandum No. 200, s. 2022 –
dated June 1, 2022
Terminal Review of the 2017-2022 Division
Education Development Plan (DEDP)
dated June 30, 2022
Addendum to Division Memorandum No. 200, s. 2022
entitled, “Terminal Review of the 2017-2022 Division
Education Development Plan (DEDP)”
dated July 21, 2022
Crafting the Situational Analysis and Target Setting
for 2023-2028 Division Education Development Plan
(DEDP)”
dated October 5, 2022
Target Setting and Analysis of Programs, Projects,
and Activities (PaPs) – Phase 3 for the 2023-2028
Division Education Development Plan (DEDP)”
REFERENCES
dated November 7, 2022
Updates on the Conduct of the Target Setting and
Analysis of Programs, Projects, and Activities
(PaPs) – Phase 3 for the 2023-2028 Division
Education Development Plan (DEDP)”

Finalization, Packaging and Printing of the 2023-
2028 Division Education Development Plan
(DEDP)”
Regional Memorandum No. 1329, s. 2022 –

Dissemination of the 2023-2028 Regional
Education Development Plan of the Department of
Education Eastern Visayas
Thank you!
Department of Education
Region VIII
DIVISION EDUCATION DEVELOPMENT PLAN 2023-2028

2023 2028 DEDP Final

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DEPARTMENT OF EDUCATION REGION VIII

2 Comparative Performance Indicators

4 Internal and external Assessment

Highlights of the Division Learning Recovery Plan

13 PUBLIC JUNIOR HIGH

2 PRIVATE JUNIOR HIGH 2 PRIVATE JUNIOR HIGH

COMPARATIVE PERFORMANCE INDICATORS

100 While the SHS has an increasing trend in GER

JHS 72.23 75.61 75.74 77.32 84.43

JHS 9.77 8.49 8.36 8.14 5.62

Media & Infor ...

Language & C...

Language & Comm - - 44.18

Access to Secondary Schools CAUSESEarly Teenage Pregnancy

Transportation Child Labor

Increased Teenage Pregnancy

INTERNAL AND EXTERNAL ANALYSIS

• Presence of learners under

Targets for Learners’ Proficiency Level

Personal Services (PS) 4,171 4,422 4,706 4,990 5,274 5,558

Source: DepED Samar Division Budget Proposal for FY

HIGHLIGHTS OF THE DIVISION

RECOMMENDED POLICY AND PROGRAM

Division Memorandum No. 488, s. 2022 –

Regional Memorandum No. 1329, s. 2022 –

DIVISION EDUCATION DEVELOPMENT PLAN 2023-2028

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